Inquiry, Data, and Understanding : A Search for Meaning in Educational Research
Book Details
Format
Hardback or Cased Book
Book Series
Contexts of Learning
ISBN-10
9026519532
ISBN-13
9789026519536
Publisher
Taylor & Francis Ltd
Imprint
Swets & Zeitlinger
Country of Manufacture
GB
Country of Publication
GB
Publication Date
Jul 17th, 2007
Print length
270 Pages
Weight
632 grams
Dimensions
16.50 x 24.70 x 2.40 cms
Product Classification:
Education
Ksh 36,000.00
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Quality
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A collection of papers drawing together a wealth of practical experience in educational research and considering the subject from different standpoints.
Inquiry, Data, and Understanding is a reflective collection of papers in which Lorin Anderson offers his personal perspective on developments in educational research over thirty years.
Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context.
The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward:
* The need for concept-based research
* The need to put students back into the equation
* The need to stop focusing on correlates of student achievement
* The need for research on alterable variables.
Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context.
The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward:
* The need for concept-based research
* The need to put students back into the equation
* The need to stop focusing on correlates of student achievement
* The need for research on alterable variables.
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